As educators, we’ve all experienced it—the quiet hum of a phone vibrating under a desk, the sideways glances, the disengagement. Mobile phones have become one of the most disruptive forces in today’s classrooms, and even with strong policies in place, enforcement can be inconsistent and draining.
What are the solutions to enforcing mobile phone policies without creating conflict?
When it comes to education, there’s no such thing as a one-size-fits-all approach. This is especially true for autistic students, whose brains are structurally and functionally different from their neurotypical peers.
By embracing these differences, teachers can create more inclusive classrooms that support every student’s path to success.
Teachers dedicate significant time to data analysis, but does it truly enhance learning? The emphasis on tracking progress often overshadows the real goal: fostering student growth through effective teaching. Rather than getting lost in spreadsheets, teachers should prioritise practical strategies that make a tangible difference in the classroom.
Regardless of their role, every teacher will, at some point, participate in quality assurance processes.
In the evolving landscape of education technology, Management Information Systems (MIS) have become essential for efficient school administration. From attendance tracking to performance analytics, the right MIS can save time, reduce workload, and improve decision-making. But with so many options available, is your current MIS still the best choice for your school or multi-academy trust (MAT)?
With many schools shifting from legacy systems to cloud-based solutions, now is the perfect time to reassess whether your MIS platform truly works for you.
Great teachers have long understood the power of demonstration. Modelling is a crucial part of the learning process, whether it’s showing students how to solve a complex maths problem, structure an essay, or navigate social interactions. But why is explicit modelling so effective? The answer lies in neuroscience—specifically, in the role of mirror neurons.
Mirror neurons are brain cells that function when doing something and watching someone else do the same action. First discovered in the 1990s in primates, these neurons have since been identified in humans and are considered fundamental to learning through observation.
Artificial intelligence (AI) is transforming the classroom, offering students new ways to access information, generate ideas, and streamline learning. However, recent research highlights a concerning trend: students who frequently rely on AI for problem-solving and decision-making demonstrate lower critical thinking skills.
This phenomenon, known as cognitive offloading, occurs when individuals depend on technology to think for them rather than developing their own analytical abilities. For teachers in the UK, the challenge is clear—how can they encourage students to use AI effectively without sacrificing independent thought?
Effective classroom organisation is critical to ensuring that both teachers and students thrive in secondary schools. By understanding current practices and adapting to the unique challenges of Key Stages 3 and 4, teachers can enhance the learning experience for their students. Here, we provide practical advice for navigating class structures, student allocations, and teaching assignments based on insights from a recent analysis of secondary school organisation (Allen, 2025).
The rapid integration of technology in education has transformed the way students learn, but unstructured screen use presents a growing challenge for educators.
Excessive, unregulated, and unstructured engagement with digital devices often leads to detrimental effects on cognitive abilities and learning outcomes. Let’s explore how poor screen habits affect students and what teachers can do to address these challenges.
Teacher shortages are a growing concern, particularly in schools with high numbers of disadvantaged students. These schools often struggle to attract and retain teachers, leading to higher turnover, less qualified staff, and fewer experienced teachers. But why do these challenges persist, and what do teachers really look for in a school?
Recent research sheds light on this complex issue, revealing a significant gap between what teachers say they prefer and their true feelings.
The decline in music education within England’s state schools is an ongoing concern. Despite clear evidence of its benefits, music remains under-prioritised in the curriculum, largely due to funding constraints and policy changes, such as the introduction of the English Baccalaureate (EBacc).
Between 2013 and 2023, there was a 30% decrease in students doing music GCSEs and a 43% decrease in doing A-Levels. These alarming statistics raise an essential question: Can playing music boost students’ academic success?